Networked learning behavior in Higher Education: a moderated mediation analysis of TPACK and AI readiness

Kriti Sarkar; Suman Bose

doi:10.22633/rpge.v30i00.21140

Autores

Kriti Sarkar University of Engineering & Management https://orcid.org/0009-0006-9360-1738
Suman Bose University of Engineering & Management https://orcid.org/0000-0003-1206-0820

DOI:

https://doi.org/10.22633/rpge.v30i00.21140

Palavras-chave:

Aprendizagem em rede, TPACK, Prontidão para IA, Ensino superior, Infraestrutura digital

Resumo

Este estudo examina as relações estruturais entre a prontidão para a inteligência artificial (IA), o conhecimento tecnológico pedagógico do conteúdo (TPACK) e o comportamento de aprendizagem em rede entre docentes de universidades públicas indianas. Por meio de um delineamento quantitativo transversal, baseado em levantamento, testa-se um modelo de mediação moderada no qual o TPACK medeia a relação entre a prontidão para IA e o comportamento de aprendizagem em rede, enquanto a infraestrutura digital institucional modera esse efeito indireto. A modelagem de equações estruturais foi utilizada para avaliar as relações hipotetizadas. Os resultados mostram que a prontidão para IA aumenta significativamente o TPACK, que, por sua vez, prediz fortemente o comportamento de aprendizagem em rede. O TPACK constitui o principal mecanismo dessa relação, e o efeito indireto é mais forte em instituições com infraestrutura digital bem desenvolvida. O estudo destaca implicações para formação docente e investimentos estratégicos em infraestrutura digital institucional.

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Biografia do Autor

Kriti Sarkar, University of Engineering & Management

University of Engineering & Management (UEM), Calcutá – Bengala Ocidental – Índia. Professora associada. Departamento de Ciências Básicas e Humanidades.

Suman Bose, University of Engineering & Management

University of Engineering & Management (UEM), Calcutá – Bengala Ocidental – Índia. Pesquisador. Departamento de Administração.

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